Character Counts

If you've ever wondered "How am I supposed to teach my students to be good people?" Isn't that their parents' job? Here's a site to help! "Character Counts" is a program implemented by many schools to help students learn six pillars of good character. The six pillars of good character are: Trustworthiness, Caring, Citizenship, Respect, Responsibility, and Fairness. I've worked in two schools in which the Character Counts program was implemented. When the entire school implements the program, it can be SO effective! The students are getting reinforcement from every adult on campus,(including custodial staff, food service staff, and office staff) for exhibiting good character. It's a positive reinforcement program that will help your classroom management. Not only that, but schools that have implemented the Character Counts Program report that school-wide discipline problems declined significantly, making for a school climate conducive to learning.

We don't often think about it when we tell children they need to do the right thing; but some children have not yet been explicitly taught what exactly is the "right thing" to do. Sadly, some don't get the modeling from adults in their lives, and what they see on reality T.V. and You Tube is the antithesis of character building. What better way to create a level playing field for all the students in your class? For those whose families have already taught about good character, this program will reinforce what they learn at home. For those whose families have not taught about good character, this is an important life-changing skill they need to learn. The concepts and skills they learn will follow them to the work world, and into their public lives. No child in your class will be exempt from exhibiting qualities of good character, no matter what their background.

Teacher/Social Ac tivist?

I've been thinking lately, about how on earth the topics of Social Justice and Technology in education are related. When I first think of Social Justice, I think of equal access for all students. I think about challenging biases, not just racial biases, but gender inequity as well. I think about my role as a social activist, and how my impact on my students can be profoundly good or profoundly bad. What does this have to do with technology in education?

When I teach at a school that has resources to use technology in my lessons, of course I'll be sure all students in my class have equal access. But there's the problem...not all schools (even if they are in the same district) provide equal access to their students. I've been blessed enough to have two teaching assignments in brand new schools. New equipment, new technology, clean, well-maintained, the kind of schools you'd like your kids to attend. Then again, I've been blessed with an assignment at a very old, dilapidated, crumbling school. The equipment was a mish-mosh of old barely-working computers, worn-out furniture, and well worn books that were stained and dog-eared. The students were 90% second-language learners, whose families struggled to provide the basic essentials for their children. 95% of the students were receiving free lunch.

It's easy to understand why working in new schools with new technology would be wonderful for teachers and students alike. However, there is one thing that stood out in working at the old school - the teachers. Most of the teachers at this school had been there for 15 or more years. It was apparent that they were there, and stayed there because of their commitment to their students. These teachers worked so hard, with so little. It was amazing! I was fortunate to get to know and learn from them.

I wonder how much more the students would have learned if their amazing teachers were given updated, working equipment, and the training to use it? This school didn't have the problem the other new schools did, with students using cell phones and !pods. The families of the students at this school could barely provide phone service for their own homes, much less cell phones and entertainment devices for their kids.

So, my question is this: "How will the students from the old school be able to compete with students from more privileged backgrounds when they move on?" Children learn new technologies very quickly, and even if they don't personally own an X-Box or an !pod themselves, most will be able to figure it out very quickly. So what will it take to make sure all students are given access to today's technology, so they are able to compete on a level playing field in today's world?





Beside the role of teacher, I think it will be my job to be an advocate for my students. If the technology isn't in our classroom or at our school, how can I get it? I'm going to have to be more assertive and creative in finding ways to get the students what they need to compete. I am also going to continue to learn and grow at the same rate as the world around me. I've been guilty of allowing a learning gap to develop when it comes to technology. I'm catching up now, but I don't want that to happen again. My students deserve a teacher who is at the top of her game, so they can be at the top of their game!

Social Justice in Education

When we talk about social justice in education, we are talking about the inequities students experience based upon their social group. We aren't just talking about prejudice and discrimination, but the dynamics of power. In schools, teachers and the bureaucracy we represent, have the upper hand in the power structure students face daily. It is so important that we be as completely honest with ourselves about our own opinions and preconceived ideas about other groups. It is also very important that we recognize how our own membership in a social group affects our students' learning experiences in our classrooms.



Early in my teaching career, I attended a three-day workshop entitled "Beyond Diversity." In the workshop, the presenter guided us as we explored our own prejudices and how they might affect our students. One of the "Aha!" moments was when I realized not only do I need to be aware of my own prejudices, but I need to understand that my students will come to me with their own set of prejudices. Taking one look at me may cause a student to come to opinions and put up walls based upon those opinions. There isn't anything I can do to change my age, gender, or race, but I can do a few things to take down those walls students may put up when I walk through the door.



In my search for resources for this blog, I came upon a couple of very helpful websites. The first is from the University of Massachusetts Amherst: Social Justice Education Concentration http://www.umass.edu/sje/ The site explains the university's graduate program in Social Justice. They analyze the systems of institutional structures and cultural practices and behavior. Their program is targeted at educational professionals, including counselors, administrators, special educators. The outline of their program is interesting to me because it outlines all the different areas of study under the umbrella of social justice.



Another really helpful website for teachers is http://www.edchange.org/. It provides many resources for teachers, from lesson plans to a list of 20 (Self-) Critical Things I Will Do to Be a More Equitable Educator. I've added this site to my favorites, and will track the articles and many features, and keep you posted!



The absolute, most important thing that I provide my students is safety. Before I teach them anything at all, it is my responsibility that a child is safe in my classroom. This includes physical, mental, and psychic safety. The environment is key to whether a child will choose to learn in my classroom. At the beginning of the year I think it's crucial to spend a good deal of time teaching children to care. There are many good books that focus on teaching children how to interact with each other in peaceful, respectful ways. One of my favorites is Teaching Children to Care, another is The Responsive Classroom. When you take the time at the beginning of the year it sometimes seems like you are starting way too slowly before you get into the curriculum. But if you don't take the time early in the year, you'll spend time all year long, correcting behavior. Social skills can be taught, and it's amazing how well children pick up on when and where they need to use particular social skills.

In the end, I would consider my life well spent, if children in my classes learned how to treat each other well, how to solve problems, and to know how valuable they are.

Self-Introduction; Assignment 1

Thanks for visiting my blogspot! My name is Suzanne, but I go by Sue. I'm a graduate student, beginning the Special Ed Master's Program in the fall. In 1999, I completed Computer Mastery (CS301) here at San Marcos. I can't say I learned any more than I already knew then. It was a pretty rudimentary class. Later, in the Spring of 2002, I took EDUC 500 (Computer Based Tech in Education). Since then, I've attended staff development training for different applications. Moodle was one of the most outstanding staff development training I've ever taken, however, I wasn't able to use what I learned right away, so much of what I learned, I forgot. I'm happy to hear we'll learn more about using Moodle. The fact that CSU San Marcos has switched to Moodle will help me become very comfortable with it.



I'm fairly comfortable with technology. However, I'm a firm believer that the tool should work for us, and not the other way around. So, if an application is too much trouble, I'm not likely to use it. I pick up new technology better when I'm able to use it immediately after learning it. I didn't THINK I had technology anxiety, until I attended our first class meeting Monday night. I don't have experience with MAC's, and I must admit, the learning curve was pretty steep that first night. I got a bit frustrated, but after having some time at home on my own to get comfortable with the programs and information, I feel pretty confident that I'll be just fine!



I've been teaching for eight years. I've taught first grade, sixth grade Language Arts and Social Studies, fifth grade, and eighth grade History. This past year, I was a Reading Intervention Teacher. I'm one of those teachers who was hired within the past ten years, who is on the "lay-off bubble." I've been laid-off due to a reduction in force four times in the past eight years, and involuntarily transferred once. Luckily, I've been called back every year so far. I have a multiple subject credential, with supplemental credentials in History and Language Arts. So I've been assigned to middle school for a couple of years. I actually enjoyed working in middle schools, which surprised me quite a bit! There is an "up" side to being moved around so much. I began my career thinking I only wanted to work in primary grades, but have discovered I enjoy the older kids just as much! Every grade level has it's own qualities. Exposure to so many different grade levels has given me the confidence to pursue a Special Ed credential. That is something I would not even have considered earlier in my career. Now, I feel capable of the challenges of Special Education.



I'm taking this class as a prerequisite to the Special Education Master's program. I would take it even if it weren't a prerequisite, because I really do need to update my skills. I am hoping to become comfortable enough with newer technology to use it in the classroom. I'm especially anxious to learn about videos, blogging, and using Moodle. I've had just enough exposure to know how helpful and engaging these applications can be to students and teachers alike.